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Contents
Introduction.............................................................................................................................................. 4
Investigating Science Key ....................................................................................................................... 7
Rationale ................................................................................................................................................. 9
The Place of the Investigating Science Stage 6 Syllabus in the K–12 Curriculum ............................... 10
Aim ........................................................................................................................................................ 11
Objectives.............................................................................................................................................. 12
Outcomes .............................................................................................................................................. 13
Year 11 Course Structure and Requirements ....................................................................................... 15
Year 12 Course Structure and Requirements ....................................................................................... 16
Assessment and Reporting ................................................................................................................... 17
Content .................................................................................................................................................. 18
Investigating Science Year 11 Course Content .................................................................................... 31
Investigating Science Year 12 Course .................................................................................................. 45
Glossary ................................................................................................................................................ 60
Investigating Science Stage 6 Syllabus 4
Introduction
Stage 6 Curriculum
NSW Education Standards Authority (NESA) Stage 6 syllabuses have been developed to provide
students with opportunities to further develop skills which will assist in the next stage of their lives.
The purpose of Stage 6 syllabuses is to:
● develop a solid foundation of literacy and numeracy
● provide a curriculum structure which encourages students to complete secondary education at
their highest possible level
● foster the intellectual, creative, ethical and social development of students, in particular relating to:
– application of knowledge, understanding, skills, values and attitudes in the fields of study they
choose
– capacity to manage their own learning and to become flexible, independent thinkers, problem-
solvers and decision-makers
– capacity to work collaboratively with others
– respect for the cultural diversity of Australian society
– desire to continue learning in formal or informal settings after school
● provide a flexible structure within which students can meet the challenges of and prepare for:
– further academic study, vocational training and employment
– changing workplaces, including an increasingly STEM-focused (Science, Technology,
Engineering and Mathematics) workforce
– full and active participation as global citizens
● provide formal assessment and certification of students’ achievements
● promote the development of students’ values, identity and self-respect.
The Stage 6 syllabuses reflect the principles of the NESA K–10 Curriculum Framework and
Statement of Equity Principles, the reforms of the NSW Government Stronger HSC Standards (2016),
and nationally agreed educational goals. These syllabuses build on the continuum of learning
developed in the K–10 syllabuses.
The syllabuses provide a set of broad learning outcomes that summarise the knowledge,
understanding, skills, values and attitudes important for students to succeed in and beyond their
schooling. In particular, the attainment of skills in literacy and numeracy needed for further study,
employment and active participation in society are provided in the syllabuses in alignment with the
Australian Core Skills Framework (ACSF).
The Stage 6 syllabuses include the content of the Australian curriculum and additional descriptions
that clarify the scope and depth of learning in each subject.
NESA syllabuses support a standards-referenced approach to assessment by detailing the important
knowledge, understanding, skills, values and attitudes students will develop and outlining clear
standards of what students are expected to know and be able to do. The syllabuses take into account
the diverse needs of all students and provide structures and processes by which teachers can provide
continuity of study for all students.
Investigating Science Stage 6 Syllabus 5
Diversity of Learners
NSW Stage 6 syllabuses are inclusive of the learning needs of all students. Syllabuses accommodate
teaching approaches that support student diversity, including students with special education needs,
gifted and talented students, and students learning English as an additional language or dialect
(EAL/D). Students may have more than one learning need.
Students with Special Education Needs
All students are entitled to participate in and progress through the curriculum. Schools are required to
provide additional support or adjustments to teaching, learning and assessment activities for some
students with special education needs. Adjustments are measures or actions taken in relation to
teaching, learning and assessment that enable a student with special education needs to access
syllabus outcomes and content, and demonstrate achievement of outcomes.
Students with special education needs can access the outcomes and content from Stage 6 syllabuses
in a range of ways. Students may engage with:
● Stage 6 syllabus outcomes and content with adjustments to teaching, learning and/or assessment
activities; or
● selected Stage 6 Life Skills outcomes and content from one or more Stage 6 Life Skills
syllabuses.
Decisions regarding curriculum options, including adjustments, should be made in the context of
collaborative curriculum planning with the student, parent/carer and other significant individuals to
ensure that decisions are appropriate for the learning needs and priorities of individual students.
The Science Life Skills Stage 6 Syllabus has been developed from the rationale, aim and objectives
of the Investigating Science Stage 6 Syllabus.
Further information can be found in support materials for:
● Investigating Science
● Special education needs
● Life Skills.
Gifted and Talented Students
Gifted students have specific learning needs that may require adjustments to the pace, level and
content of the curriculum. Differentiated educational opportunities assist in meeting the needs of gifted
students.
Generally, gifted students demonstrate the following characteristics:
● the capacity to learn at faster rates
● the capacity to find and solve problems
● the capacity to make connections and manipulate abstract ideas.
There are different kinds and levels of giftedness. Gifted and talented students may also possess
learning difficulties and/or disabilities that should be addressed when planning appropriate teaching,
learning and assessment activities.
Investigating Science Stage 6 Syllabus 6
Curriculum strategies for gifted and talented students may include:
● differentiation: modifying the pace, level and content of teaching, learning and assessment
activities
● acceleration: promoting a student to a level of study beyond their age group
● curriculum compacting: assessing a student’s current level of learning and addressing aspects of
the curriculum that have not yet been mastered.
School decisions about appropriate strategies are generally collaborative and involve teachers,
parents and students with reference to documents and advice available from NESA and the education
sectors.
Gifted and talented students may also benefit from individual planning to determine the curriculum
options, as well as teaching, learning and assessment strategies, most suited to their needs and
abilities.
Students Learning English as an Additional Language or Dialect
(EAL/D)
Many students in Australian schools are learning English as an additional language or dialect
(EAL/D). EAL/D students are those whose first language is a language or dialect other than Standard
Australian English and who require additional support to assist them to develop English language
proficiency.
EAL/D students come from diverse backgrounds and may include:
● overseas and Australian-born students whose first language is a language other than English,
including creoles and related varieties
● Aboriginal and Torres Strait Islander students whose first language is Aboriginal English, including
Kriol and related varieties.
EAL/D students enter Australian schools at different ages and stages of schooling and at different
stages of English language learning. They have diverse talents and capabilities and a range of prior
learning experiences and levels of literacy in their first language and in English. EAL/D students
represent a significant and growing percentage of learners in NSW schools. For some, school is the
only place they use Standard Australian English.
EAL/D students are simultaneously learning a new language and the knowledge, understanding and
skills of the Investigating Science Stage 6 Syllabus through that new language. They may require
additional support, along with informed teaching that explicitly addresses their language needs.
The ESL Scales and the English as an Additional Language or Dialect: Teacher Resource provide
information about the English language development phases of EAL/D students. These materials and
other resources can be used to support the specific needs of English language learners and to assist
students to access syllabus outcomes and content.
Investigating Science Stage 6 Syllabus 7
Investigating Science Key
The following codes and icons are used in the Investigating Science Stage 6 Syllabus.
Outcome Coding
Syllabus outcomes have been coded in a consistent way. The code identifies the subject, Year and
outcome number. For example:
Outcome code Interpretation
INS11/12-1 Investigating Science – outcome number 1
INS11-8 Year 11 Investigating Science – outcome number 8
INS12-12 Year 12 Investigating Science – outcome number 12
Working Scientifically outcomes 1–7 are common across Year 11 and Year 12.
Knowledge and Understanding outcomes in Year 11 are numbered 8–11.
Knowledge and Understanding outcomes in Year 12 are numbered 12–15.
Investigating Science Stage 6 Syllabus 8
Learning Across the Curriculum Icons
Learning across the curriculum content, including cross-curriculum priorities, general capabilities and
other areas identified as important learning for all students, is incorporated and identified by icons in
the syllabus.
Cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures
Asia and Australia’s engagement with Asia
Sustainability
General capabilities
Critical and creative thinking
Ethical understanding
Information and communication technology capability
Intercultural understanding
Literacy
Numeracy
Personal and social capability
Other learning across the curriculum areas
Civics and citizenship
Difference and diversity
Work and enterprise
Investigating Science Stage 6 Syllabus 9
Rationale
The Investigating Science Stage 6 Syllabus is designed to assist students of all abilities engage with
scientific processes, and apply those processes to investigate relevant personal, community and
global scientific issues.
The ongoing study of science and the specific Working Scientifically skills processes and their
application have led humans to accumulate an evidence-based body of knowledge about human
interactions – past, present and future – with the world and its galactic neighbourhood. The course is
firmly focused on developing the Working Scientifically skills, as they provide a foundation for
students to value investigation, solve problems, develop and communicate evidence-based
arguments, and make informed decisions.
The course promotes active inquiry and explores key concepts, models and phenomena. It draws and
builds on the knowledge, understanding, skills, values and attitudes gained in Science Stage 5. The
Stage 6 course is designed to enhance students’ understanding of the value of evidence-based
investigations and the use of science-based inquiry in their lives.
The Investigating Science course is designed to complement the study of the science disciplines by
providing additional opportunities for students to investigate and develop an understanding of
scientific concepts, their current and future uses, and their impacts on science and society. The
course draws on and promotes interdisciplinary science, by allowing students to investigate a wide
range of STEM (Science, Technology, Engineering and Mathematics) related issues and concepts in
depth.
Investigating Science encourages the development of a range of capabilities and capacities that
enhance a student’s ability to participate in all aspects of community life and within a fast-changing
technological landscape. The knowledge, understanding and skills gained from this course are
intended to support students’ ongoing engagement with science, and to form the foundation for further
studies and participation in current and emerging STEM-related post-school activities and industries.
Investigating Science Stage 6 Syllabus 10
The Place of the Investigating Science Stage 6
Syllabus in the K–12 Curriculum
Investigating Science Stage 6 Syllabus 11
Aim
The study of Investigating Science in Stage 6 enables students to develop an appreciation and
understanding of science as a body of knowledge and a set of valuable processes that provide
humans with an ability to understand themselves and the world in which they live. Through applying
Working Scientifically skills processes, the course aims to enhance students’ analytical and problem-
solving skills, in order to make evidence-based decisions and engage with and positively participate in
an ever-changing, interconnected technological world.
Investigating Science Stage 6 Syllabus 12
Objectives
Skills
Students:
● develop skills in applying the processes of Working Scientifically.
Knowledge and Understanding
Year 11 students:
● develop knowledge and understanding of cause and effect
● develop knowledge and understanding of models, theories and laws.
Year 12 students:
● develop knowledge and understanding of science and technology
● develop knowledge and understanding of contemporary issues involving science.
Values and Attitudes
Students:
● develop positive, informed values and attitudes towards science
● recognise the importance and relevance of science in their lives
● recognise the influence of economic, political and societal impacts on the development of
scientific knowledge
● develop an appreciation of the influence of imagination and creativity in scientific research.
Investigating Science Stage 6 Syllabus 13
Outcomes
Table of Objectives and Outcomes – Continuum of
Learning
Skills
Objective
Students:
● develop skills in applying the processes of Working Scientifically
Stage 6 course outcomes
A student:
Questioning and predicting
INS11/12-1 develops and evaluates questions and hypotheses for scientific investigation
Planning investigations
INS11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and
information
Conducting investigations
INS11/12-3 conducts investigations to collect valid and reliable primary and secondary data and
information
Processing data and information
INS11/12-4 selects and processes appropriate qualitative and quantitative data and information
using a range of appropriate media
Analysing data and information
INS11/12-5 analyses and evaluates primary and secondary data and information
Problem solving
INS11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and
scientific processes
Communicating
INS11/12-7 communicates scientific understanding using suitable language and terminology for a
specific audience or purpose
The Working Scientifically outcomes at the beginning of each module are targeted for emphasis. The
other Working Scientifically outcomes may also be addressed in each module.
Investigating Science Stage 6 Syllabus 14
Knowledge and Understanding
Year 11 course Year 12 course
Objective
Students:
● develop knowledge and understanding of
cause and effect
Objective
Students:
● develop knowledge and understanding of
science and technology
Year 11 course outcomes
A student:
Year 12 course outcomes
A student:
INS11-8 identifies that the collection of primary
and secondary data initiates scientific
investigations
INS12-12 develops and evaluates the process
of undertaking scientific investigations
INS11-9 examines the use of inferences and
generalisations in scientific investigations
INS12-13 describes and explains how science
drives the development of technologies
Objective
Students:
● develop knowledge and understanding of
models, theories and laws
Objective
Students:
● develop knowledge and understanding of
contemporary issues involving science
Year 11 course outcomes
A student:
Year 12 course outcomes
A student:
INS11-10 develops, and engages with, modelling
as an aid in predicting and simplifying scientific
objects and processes
INS12-14 uses evidence-based analysis in a
scientific investigation to support or refute a
hypothesis
INS11-11 describes and assesses how scientific
explanations, laws and theories have developed
INS12-15 evaluates the implications of ethical,
social, economic and political influences on
science
Investigating Science Stage 6 Syllabus 15
Year 11 Course Structure and Requirements
Year 11 course
(120 hours)
Working
Scientifically
Skills
Modules Indicative hours Depth studies
Module 1
Cause and Effect –
Observing
60
*30 hours
in Modules 1–4
Module 2
Cause and Effect –
Inferences and
Generalisations
Module 3
Scientific Models 60
Module 4
Theories and Laws
*30 hours must be allocated to depth studies within the 120 indicative course hours.
Requirements for Practical Investigations
Scientific investigations include both practical investigations and secondary-sourced investigations.
Practical investigations are an essential part of the Year 11 course and must occupy a minimum of 35
hours of course time, including time allocated to practical investigations in depth studies.
Practical investigations include:
● undertaking laboratory experiments, including the use of appropriate digital technologies
● fieldwork.
Secondary-sourced investigations include:
● locating and accessing a wide range of secondary data and/or information
● using and reorganising secondary data and/or information.
Investigating Science Stage 6 Syllabus 16
Year 12 Course Structure and Requirements
Year 12
course
(120 hours)
Working
Scientifically
Skills
Modules Indicative hours Depth studies
Module 5
Scientific Investigations 60
*30 hours
in Modules 5–8
Module 6
Technologies
Module 7
Fact or Fallacy? 60
Module 8
Science and Society
*30 hours must be allocated to depth studies within the 120 indicative course hours.
Requirements for Practical Investigations
Scientific investigations include both practical investigations and secondary-sourced investigations.
Practical investigations are an essential part of the Year 12 course and must occupy a minimum of 35
hours of course time, including time allocated to practical investigations in depth studies.
Practical investigations include:
● undertaking laboratory experiments, including the use of appropriate digital technologies
● fieldwork.
Secondary-sourced investigations include:
● locating and accessing a wide range of secondary data and/or information
● using and reorganising secondary data and/or information.
Investigating Science Stage 6 Syllabus 17
Assessment and Reporting
Information about assessment in relation to the Investigating Science syllabus is contained in
Assessment and Reporting in Investigating Science Stage 6. It outlines course-specific advice and
requirements regarding:
● Year 11 and Year 12 school-based assessment requirements
● Year 11 and Year 12 mandatory components and weightings
● External assessment requirements including HSC examination specifications.
This information should be read in conjunction with requirements on the Assessment Certification
Examination (ACE) website.
Additional advice is available in the Principles of Assessment for Stage 6.
Investigating Science Stage 6 Syllabus 18
Content
Content defines what students are expected to know and do as they work towards syllabus outcomes.
It provides the foundations for students to successfully progress to the next stage of schooling or
post-school opportunities.
Teachers will make decisions about content regarding the sequence, emphasis and any adjustments
required based on the needs, interests, abilities and prior learning of students.
Content in Stage 6 syllabuses defines learning expectations that may be assessed in Higher School
Certificate examinations.
Investigating Science Stage 6 Syllabus 19
Organisation of Content
The following diagram provides an illustrative representation of elements of the course and their
relationship.
The Year 11 and Year 12 courses each comprise four modules. The skills of Working Scientifically
are integrated as course content throughout the syllabus. Each module includes a specific focus on
some of the Working Scientifically skills. However, there is scope within each module to engage with
all of the Working Scientifically skills.
The Working Scientifically outcomes and content are integrated into each module wherever students
undertake an investigation.
Investigating Science Stage 6 Syllabus 20
Working Scientifically
Working Scientifically skills are at the core of conducting practical and secondary-sourced
investigations in science.
Opportunities should be provided for students to engage with all the Working Scientifically skills in
investigations. In each module, particular outcomes have been identified as those that are most
relevant to the intended learning.
Students are challenged to further develop their understanding of Working Scientifically as a group of
dynamic and interdependent processes that are applied in each scientific investigation in a way that is
appropriate and determined by the activity. This dynamism and interrelatedness adds a level of
sophistication to students’ understanding of the true nature and practice of science. Through regular
involvement in these processes, applying them as appropriate, in a range of varied practical
investigations, students can broaden their interpretation of Working Scientifically beyond the common
linear model.
Students are encouraged to select the most appropriate gateway to the Working Scientifically
processes. The pathways within the processes become self-evident through the nature of the
investigation. An investigation may be instigated by, for example:
● direct observation of a phenomenon
● inconsistencies arising from results of a related investigation
● the quantitative and qualitative analysis of data
● secondary-sourced research.
Students are challenged to be open to:
● refining or redeveloping their chosen procedures
● redefining their questions and/or hypotheses
● modifying their methodologies or designs
● conducting further practical investigations
● conducting further secondary research.
Students are also encouraged to communicate evidence-based conclusions and suggest ideas for
future research. Unexpected results are to be welcomed to refine methodologies and to generate
further investigation. Knowledge and understanding of science is essential to these processes.
Through this practice of science, students can acquire a deeper knowledge and understanding of
scientific concepts.
Investigating Science Stage 6 Syllabus 21
Each of the seven Working Scientifically outcomes represents one of the interdependent dynamic
processes that are central to the study of science and the acquisition of scientific knowledge and
skills. This course is structured to provide ongoing opportunities for students to implement these
processes, particularly through the depth study provision. The following descriptions of the Working
Scientifically outcomes provide further information about the skills students are expected to develop
throughout the course.
Questioning and Predicting
Developing, proposing and evaluating inquiry questions and hypotheses challenge students to identify
an issue or phenomenon that can be investigated scientifically by gathering primary and/or
secondary-sourced data. Students develop inquiry question(s) that require observations,
experimentation and/or research to aid in constructing a reasonable and informed hypothesis. The
consideration of variables is to be included in the questioning process.
Investigating Science Stage 6 Syllabus 22
Planning Investigations
Students justify the selection of equipment, resources chosen and design of an investigation. They
ensure that all risks are assessed, appropriate materials and technologies are sourced, and all ethical
concerns are considered. Variables are to be identified as independent, dependent and controlled to
ensure a valid procedure is developed that will allow for the reliable collection of data. Investigations
should include strategies that ensure controlled variables are kept constant and an experimental
control is used as appropriate.
Conducting Investigations
Students are to select appropriate equipment, employ safe work practices and ensure that risk
assessments are conducted and followed. Appropriate technologies are to be used and procedures
followed when disposing of waste. The selection and criteria for collecting valid and reliable data is to
be methodical and, where appropriate, secondary-sourced information referenced correctly.
Processing Data and Information
Students use the most appropriate and meaningful methods and media to organise and analyse data
and information sources, including digital technologies and the use of a variety of visual
representations as appropriate. They process data from primary and secondary sources, including
both qualitative and quantitative data and information.
Analysing Data and Information
Students identify trends, patterns and relationships; recognise error, uncertainty and limitations in
data; and interpret scientific and media texts. They evaluate the relevance, accuracy, validity and
reliability of the primary or secondary-sourced data in relation to investigations. They evaluate
processes, claims and conclusions by considering the quality of available evidence, and use
reasoning to construct scientific arguments. Where appropriate, mathematical models are to be
applied, to demonstrate the trends and relationships that occur in data.
Problem Solving
Students use critical thinking skills and creativity to demonstrate an understanding of scientific
principles underlying the solutions to inquiry questions and problems posed in investigations.
Appropriate and varied strategies are employed, including the use of models to qualitatively and
quantitatively explain and predict cause-and-effect relationships. In Working Scientifically, students
synthesise and use evidence to construct and justify conclusions. To solve problems, students:
interpret scientific and media texts; evaluate processes, claims and conclusions; and consider the
quality of available evidence.
Communicating
Communicating all components of the Working Scientifically processes with clarity and accuracy is
essential. Students use qualitative and quantitative information gained from investigations using
primary and secondary sources, including digital, visual, written and/or verbal forms of communication
as appropriate. They apply appropriate scientific notations and nomenclature. They also appropriately
apply and use scientific language that is suitable for specific audiences and contexts.
Investigating Science Stage 6 Syllabus 23
Investigations
An investigation is a scientific process to answer a question, explore an idea or solve a problem.
Investigations include activities such as planning a course of action, collecting data, processing and
analysing data, reaching a conclusion and communicating. Investigations may include the collection
of primary and/or secondary-sourced data or information.
Practical investigations involve the collection of primary data. They may include:
● undertaking laboratory investigations, including fair tests and controlled experiments
● undertaking fieldwork and surveys
● constructing models.
Secondary-sourced investigations can include:
● researching by using a variety of media
● extracting and reorganising secondary-sourced information in the form of flow charts, tables,
graphs, diagrams, prose, keys, spreadsheets and databases
● using models to inform understanding.
Safety
Schools have a legal obligation in relation to safety. Teachers will need to ensure that they comply
with relevant legislation as well as system and school requirements in relation to safety when
implementing their programs. This includes legislation and guidelines relating to Work Health and
Safety, and the handling and storage of chemical and dangerous goods.
Animal Research
Schools have a legal responsibility in relation to the welfare of animals. The keeping of animals and
all practical activities involving animals must comply with relevant guidelines or legislation.
Inquiry Questions
Inquiry questions are included in the course content and used to frame the syllabus content within
each module. The depth of knowledge and understanding and skill development required to fully
address the inquiry questions may vary. This allows for differentiation of the course content to cater
for the diversity of learners.
Investigating Science Stage 6 Syllabus 24
Depth Studies: Year 11 and Year 12
What are Depth Studies?
A depth study is any type of investigation/activity that a student completes individually or
collaboratively that allows the further development of one or more concepts found within or inspired
by the syllabus. It may be one investigation/activity or a series of investigations/activities.
Depth studies provide opportunities for students to pursue their interests in science, acquire a depth
of understanding, and take responsibility for their own learning. Depth studies promote differentiation
and engagement, and support all forms of assessment, including assessment for, as and of learning.
Depth studies allow for the demonstration of a range of Working Scientifically skills.
A depth study may be, but is not limited to:
● a practical investigation or series of practical investigations and/or a secondary-sourced
investigation or series of secondary-sourced investigations
● presentations, research assignments or fieldwork reports
● the extension of concepts found within the course, either qualitatively and/or quantitatively.
The length of time for any individual study and the pedagogies employed are not prescribed. The time
for the depth studies may be allocated to a single study or spread over the year, and incorporate
several studies depending on individual school and/or class requirements.
Requirements for Depth Studies
● A minimum of 30 hours of in-class time is allocated in both Year 11 and Year 12.
● At least one depth study must be included in both Year 11 and Year 12.
● The two Working Scientifically outcomes of Questioning and Predicting, and Communicating must
be addressed in both Year 11 and Year 12.
● A minimum of two additional Working Scientifically skills outcomes, and further development of at
least one Knowledge and Understanding outcome, are to be addressed in all depth studies.
Ideas for Depth Studies
Practical Investigations
● Design and conduct experiments
● Test a claim
● Test a device.
Secondary-sourced Investigations
● Make a documentary or media report
● Conduct a literature review
● Develop an evidence-based argument
● Write a journal article
● Write an essay – historical or theoretical
● Develop an environmental management plan
● Analyse a work of fiction or film for scientific relevance
● Create a visual presentation
● Investigate emerging technologies.
Investigating Science Stage 6 Syllabus 25
Creating
● Design and invent
● Create a working model
● Create a portfolio.
Fieldwork
Fieldwork may be a starting point for a practical investigation or secondary-sourced study and could
be initiated by the following stimuli:
● an excursion
● engagement with community experts.
Data Analysis
Data analysis may be incorporated into a practical investigation or secondary-sourced investigation.
For example:
● construction and analysis of graphs/tables
● data analysis from a variety of sources
● research analysis, eg of longitudinal data, resource-management data.
Investigating Science Stage 6 Syllabus 27
Learning Across the Curriculum
Learning across the curriculum content, including the cross-curriculum priorities and general
capabilities, assists students to achieve the broad learning outcomes defined in the NESA Statement
of Equity Principles, the Melbourne Declaration on Educational Goals for Young Australians
(December 2008) and in the Australian Government’s Core Skills for Work Developmental Framework
(2013).
Cross-curriculum priorities enable students to develop understanding about and address the
contemporary issues they face.
The cross-curriculum priorities are:
● Aboriginal and Torres Strait Islander histories and cultures
● Asia and Australia’s engagement with Asia
● Sustainability.
General capabilities encompass the knowledge, skills, attitudes and behaviours required to assist
students to live and work successfully in the 21st century.
The general capabilities are:
● Critical and creative thinking
● Ethical understanding
● Information and communication technology capability
● Intercultural understanding
● Literacy
● Numeracy
● Personal and social capability.
NESA syllabuses include other areas identified as important learning for all students:
● Civics and citizenship
● Difference and diversity
● Work and enterprise.
Learning across the curriculum content is incorporated, and identified by icons, in the content of the
Investigating Science Stage 6 Syllabus in the following ways.
Investigating Science Stage 6 Syllabus 28
Aboriginal and Torres Strait Islander Histories and Cultures
Aboriginal and Torres Strait Islander communities have diverse cultures, social structures and a
history of unique, complex knowledge systems. In Investigating Science students are provided with
opportunities to learn about how Aboriginal and Torres Strait Islander Peoples have developed and
refined knowledge about the world through observation, making predictions, testing (trial and error)
and responding to environmental factors within specific contexts. Students investigate examples of
Aboriginal and Torres Strait Islander Peoples’ understanding of the environment and the ways in
which traditional knowledge and Western scientific knowledge can be complementary.
When planning and programming content relating to Aboriginal and Torres Strait Islander histories
and cultures teachers are encouraged to:
● involve local Aboriginal communities and/or appropriate knowledge holders in determining
suitable resources, or to use Aboriginal or Torres Strait Islander authored or endorsed
publications
● read the Principles and Protocols relating to teaching and learning about Aboriginal and Torres
Strait Islander histories and cultures and the involvement of local Aboriginal communities.
Asia and Australia’s Engagement with Asia
Asia and Australia’s engagement with Asia provides rich and engaging contexts for developing
students’ science and technology knowledge, understanding and skills. In Investigating Science
students are provided with opportunities to recognise that the Asia region includes diverse
environments. They are provided with opportunities to appreciate how interactions within and between
these environments and the impacts of human activity influence the region, including Australia, and
have significance for the rest of the world.
Asia plays an important role in scientific and technological research and development in areas such
as medicine, natural resource management and natural disaster prediction and management.
Sustainability
Sustainability is concerned with the ongoing capacity of the Earth to maintain all life. It provides
authentic contexts for exploring, investigating and understanding systems in the natural and human-
made environments. In Investigating Science students are provided with opportunities to investigate
relationships between systems and system components, and consider the sustainability of food
sources and the natural and human environments. Students engage in ethical debate and with
different perspectives in solving ethical problems.
Critical and Creative Thinking
Critical and creative thinking are integral to activities where students learn to generate and evaluate
knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems.
Critical and creative thinking are embedded in the skills and processes of Working Scientifically. In
order to make evidence-based decisions, students are provided with opportunities to develop critical
and creative thinking skills through: asking and posing questions; making predictions; engaging in
practical and secondary-sourced investigations; and analysing and evaluating evidence.
Investigating Science Stage 6 Syllabus 29
Ethical Understanding
Students are provided with opportunities to develop the capability to assess ethical values and
principles, and to understand how reasoning can assist ethical judgement. In Investigating Science
students are provided with opportunities to form and make ethical judgements in relation to scientific
investigations, design, codes of practice, and the use of scientific information and applications.
Students explore the importance of reporting honestly based on evidence. They apply ethical
guidelines in their investigations, particularly in regard to the implications for others and the
environment.
Information and Communication Technology Capability
Information and communication technology (ICT) can be used effectively and appropriately to access,
create and communicate information and ideas, solve problems and work collaboratively. In
Investigating Science students are provided with opportunities to develop ICT capability when they:
develop ideas and solutions; research science concepts and applications; investigate scientific
phenomena; and communicate their scientific and technological understandings. In particular, they
have opportunities to learn to: access information; collect, analyse and represent data; model and
interpret concepts and relationships; and communicate scientific and technological ideas, processes
and information.
Intercultural Understanding
Students develop intercultural understanding as they learn to understand themselves in relation to
others. This involves students valuing their own cultures and those of others, and engaging with
people of diverse cultures in ways that recognise commonalities and differences, create connections
and cultivate respect. In Investigating Science students are provided with opportunities to appreciate
how diverse cultural perspectives have impacted on the development, breadth and diversity of
scientific knowledge and applications. They learn about and engage with issues requiring cultural
sensitivity, and learn that scientists work in culturally diverse teams to address issues and solve
problems of national and international importance.
Literacy
Literacy is the ability to use a repertoire of knowledge and skills to communicate and comprehend
effectively, using a variety of modes and media. Being ‘literate’ is more than the acquisition of
technical skills – it includes the ability to identify, understand, interpret, create and communicate
effectively using written, visual and digital forms of expression and communication for a number of
purposes. In Investigating Science students are provided with opportunities to understand that
language varies according to the context and engage with different forms of written and spoken
language to communicate scientific concepts. Students learn that scientific information can also be
presented in the form of diagrams, flow charts, tables, graphs and models.
Numeracy
Numeracy involves recognising and understanding the role of mathematics in the world. Students
become numerate as they develop the confidence, willingness and ability to apply mathematics in
their lives in constructive and meaningful ways. In Investigating Science students are provided with
opportunities to develop numeracy skills through practical measurement and the collection,
representation and interpretation of data from first-hand investigations and secondary sources.
Students consider issues of uncertainty and reliability in measurement and have opportunities to learn
data analysis skills, identifying trends and patterns from numerical data and graphs. They apply
mathematical equations and concepts in order to solve problems.
Investigating Science Stage 6 Syllabus 30
Personal and Social Capability
Students develop personal and social capability as they learn to understand and manage themselves,
their relationships and their lives more effectively. This includes establishing positive relationships,
making responsible decisions, working effectively individually and in teams, and constructively
handling challenging situations. Through applying the processes of Working Scientifically, students
can develop skills in collaboration, peer assessment and review. They plan and conduct a depth study
either individually or in a team.
Civics and Citizenship
Civics and citizenship content involves knowledge and understanding of how our Australian society
operates. In Investigating Science students are provided with opportunities to broaden their
understanding of aspects of civics and citizenship related to the application of scientific ideas and
technological advances, including ecological sustainability and the development of environmental and
sustainable practices at a local, regional and national level.
Difference and Diversity
Difference and diversity comprise gender, race and socio-economic circumstances. Students are
provided with opportunities to understand and appreciate the difference and diversity they experience
in their everyday lives. Working Scientifically provides opportunities for students to work
collaboratively, where they can develop an appreciation of the values and ideas of all group members.
This appreciation also enables students to identify individual rights, challenge stereotypes and
engage with opinions that are different to their own.
Work and Enterprise
Students can develop work-related skills and an appreciation of the value of working individually and
collaboratively when conducting investigations. In Investigating Science students are provided with
opportunities to prioritise safe practices and understand the potential risks and hazards present when
conducting investigations. They engage with risk assessment while working safely in the laboratory or
the field.
Year 11
Investigating Science Stage 6 Syllabus 31
Investigating Science Year 11 Course Content
Year 11 Course Structure and Requirements
Year 11 course
(120 hours)
Working
Scientifically
Skills
Modules Indicative hours Depth studies
Module 1
Cause and Effect –
Observing
60
*30 hours
in Modules 1–4
Module 2
Cause and Effect –
Inferences and
Generalisations
Module 3
Scientific Models 60
Module 4
Theories and Laws
*30 hours must be allocated to depth studies within the 120 indicative course hours.
Requirements for Practical Investigations
Scientific investigations include both practical investigations and secondary-sourced investigations.
Practical investigations are an essential part of the Year 11 course and must occupy a minimum of 35
hours of course time, including time allocated to practical investigations in depth studies.
Practical investigations include:
● undertaking laboratory experiments, including the use of appropriate digital technologies
● fieldwork.
Secondary-sourced investigations include:
● locating and accessing a wide range of secondary data and/or information
● using and reorganising secondary data and/or information.
Year 11
Investigating Science Stage 6 Syllabus 32
Working Scientifically Skills
It is expected that the content of each skill will be addressed by the end of the Stage 6 course.
Questioning and Predicting
Outcomes
A student:
› develops and evaluates questions and hypotheses for scientific investigation INS11/12-1
Content
Students:
● develop and evaluate inquiry questions and hypotheses to identify a concept that can be
investigated scientifically, involving primary and secondary data
● modify questions and hypotheses to reflect new evidence
Planning Investigations
Outcomes
A student:
› designs and evaluates investigations in order to obtain primary and secondary data and
information INS11/12-2
Content
Students:
● assess risks, consider ethical issues and select appropriate materials and technologies when
designing and planning an investigation
● justify and evaluate the use of variables and experimental controls to ensure that a valid
procedure is developed that allows for the reliable collection of data
● evaluate and modify an investigation in response to new evidence
Year 11
Investigating Science Stage 6 Syllabus 33
Conducting Investigations
Outcomes
A student:
› conducts investigations to collect valid and reliable primary and secondary data and information
INS11/12-3
Content
Students:
● employ and evaluate safe work practices and manage risks
● use appropriate technologies to ensure and evaluate accuracy
● select and extract information from a wide range of reliable secondary sources and acknowledge
them using an accepted referencing style
Processing Data and Information
Outcomes
A student:
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media INS11/12-4
Content
Students:
● select qualitative and quantitative data and information and represent them using a range of
formats, digital technologies and appropriate media
● apply quantitative processes where appropriate
● evaluate and improve the quality of data
Analysing Data and Information
Outcomes
A student:
› analyses and evaluates primary and secondary data and information INS11/12-5
Content
Students:
● derive trends, patterns and relationships in data and information
● assess error, uncertainty and limitations in data
● assess the relevance, accuracy, validity and reliability of primary and secondary data and suggest
improvements to investigations
Year 11
Investigating Science Stage 6 Syllabus 34
Problem Solving
Outcomes
A student:
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes INS11/12-6
Content
Students:
● use modelling (including mathematical examples) to explain phenomena, make predictions and
solve problems using evidence from primary and secondary sources
● use scientific evidence and critical thinking skills to solve problems
Communicating
Outcomes
A student:
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose INS11/12-7
Content
Students:
● select and use suitable forms of digital, visual, written and/or oral forms of communication
● select and apply appropriate scientific notations, nomenclature and scientific language to
communicate in a variety of contexts
● construct evidence-based arguments and engage in peer feedback to evaluate an argument or
conclusion
Year 11
Investigating Science Stage 6 Syllabus 35
Module 1: Cause and Effect – Observing
Outcomes
A student:
› develops and evaluates questions and hypotheses for scientific investigation INS11/12-1
› conducts investigations to collect valid and reliable primary and secondary data and information
INS11/12-3
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media INS11/12-4
› identifies that the collection of primary and secondary data initiates scientific investigations
INS11-8
Related Life Skills outcomes: SCLS6-1, SCLS6-3, SCLS6-4, SCLS6-8
Content Focus
Observation instigates all scientific experimentation. Investigative scientific processes can only be
applied to phenomena that can be observed and measured. Detailed observations motivate scientists
to ask questions about the causes and the effects of phenomena they observe. In this way, science
continues to progress and enhance the lives of individuals and society by encouraging a continued
search for reason and understanding.
Students explore the importance of observation and the collection of quantitative and qualitative data
in scientific investigations. They conduct their own practical investigation, either individually or
collaboratively, which is used to demonstrate the importance of making detailed and accurate
observations, determining the types of variables and formulating testable scientific hypotheses.
Working Scientifically
In this module, students focus on developing hypotheses that arise from their observations and
evaluate these in order to gather, select and process appropriate qualitative and quantitative data.
Students should be provided with opportunities to engage with all Working Scientifically skills
throughout the course.
Content
Role of Observations
Inquiry question: How does observation instigate scientific investigation?
Students:
● carry out a practical investigation to record both quantitative and qualitative data from
observations, for example:
burning a candle floating in a closed container
the behaviour of slaters in a dry/wet or light/dark environment
the Bernoulli effect
strata in rock cuttings
● discuss and evaluate the characteristics of observations made compared to inferences drawn in
respect of the practical investigation
Year 11
Investigating Science Stage 6 Syllabus 36
● research how observation has instigated experimentation to investigate cause and effect in
historical examples, including but not limited to:
Archimedes observing the displacement of water
Alexander Fleming’s observations of the effect of mould on bacteria
Galileo’s observations of the movement of Jupiter’s moons
● assess ways in which Aboriginal and Torres Strait Islander Peoples use observation to develop an
understanding of Country and Place in order to create innovative ways of managing the natural
environment, including but not limited to:
firestick farming
knowledge about plants for medicinal purposes
Observations
Inquiry question: What are the benefits and drawbacks of qualitative and quantitative observations?
Students:
● carry out a practical activity to qualitatively and quantitatively describe, for example:
microscopic images of a variety of cells
geological strata in rock faces and road cuttings
an object falling due to gravity
characteristics of acids and bases
● analyse the quantitative data from the following information sources, including but not limited to:
digital images and hand-drawn diagrams of cells
geological succession obtained from rock strata
graphs of results obtained from observations of an object falling due to gravity
data showing the pH of acids and bases
● evaluate the differences between qualitative and quantitative observations and data and where
these are used
Observations as Evidence
Inquiry question: How does primary data provide evidence for further investigation?
Students:
● use data gathered to plan a practical investigation to:
pose further questions that will be investigated
discuss the role of variables
determine the independent and dependent variables
formulate a hypothesis that links the independent and dependent variables
describe at least three variables that should be controlled in order to increase the validity of
the investigation
● develop a method to collect primary data for a practical investigation by:
describing how to change the independent variable
determining the characteristics of the measurements that will form the dependent variable
describing how the data will be collected
describing how the controlled variables will be made consistent
describing how risks can be minimised
● evaluate how observation is limited by the observational tools available, including but not limited
to:
observing the Universe
digital versus analogue technologies
Year 11
Investigating Science Stage 6 Syllabus 37
Observing, Collecting and Recording Data
Inquiry question: How does the collection and presentation of primary data affect the outcome of a
scientific investigation?
Students:
● carry out the planned practical investigation, above, to collect primary data
● apply conventions for collecting and recording observations to qualitatively and quantitatively
analyse the primary data, including but not limited to:
tabulation
graphing
visual representations
digital representations
● compare the usefulness of observations recorded in the initial practical activity with the primary
data gathered in this planned practical investigation
Conclusions Promote Further Observations
Inquiry question: How do conclusions drawn from the interpretation of primary data promote further
scientific investigation?
Students:
● draw conclusions from the analysis of the primary data collected in the practical investigation
● evaluate the process of drawing conclusions from the primary data collected
● assess the findings of the scientific investigation in relation to the findings of other related
investigations
● assess the need to make further observations by gathering data about other phenomena arising
from the practical investigation
Year 11
Investigating Science Stage 6 Syllabus 38
Module 2: Cause and Effect – Inferences and
Generalisations
Outcomes
A student:
› develops and evaluates questions and hypotheses for scientific investigation INS11/12-1
› designs and evaluates investigations in order to obtain primary and secondary data and
information INS11/12-2
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media INS11/12-4
› examines the use of inferences and generalisations in scientific investigations INS11-9
Related Life Skills outcomes: SCLS6-1, SCLS6-2, SCLS6-4, SCLS6-9
Content Focus
Scientific inquiry follows on from humans making inferences and generalisations from commonly held
understandings. Such inferences and generalisations have led to a wide range of investigations being
performed throughout history, culminating in breakthroughs in scientific understanding. Many
hypotheses, when found to be correct, have generated further inquiry and created the need to develop
new technologies for further observation.
Students consider primary and secondary-sourced data and its influence on scientific investigations.
In this module, students engage in gathering primary and secondary-sourced data to assist them in
conducting and reporting on investigations, and to further develop their understanding of the central
roles of scientific questioning and collaboration in the pursuit of scientific truth.
Working Scientifically
In this module, students focus on designing and evaluating investigations, drawing inferences, making
generalisations, and developing and testing hypotheses through the collection and processing of data.
Students should be provided with opportunities to engage with all Working Scientifically skills
throughout the course.
Content
Observations and Inferences
Inquiry question: What inferences can be drawn from observations?
Students:
● investigate the practices of Aboriginal and Torres Strait Islander Peoples that relate to
observations and inferences, including but not limited to:
– leaching of toxins in bush tucker
– locating sources of freshwater within bodies of salt water
Year 11
Investigating Science Stage 6 Syllabus 39
● conduct a collaborative practical investigation and collect a range of qualitative and quantitative
primary data from one of the following:
– growth of plants
– reactions of calcium carbonate
– the ‘life’ of different batteries under different circumstances
– water quality of a pond or local stream
● make inferences and conclusions derived from the primary data collected in this collaborative
practical investigation
Using Secondary-sourced Data
Inquiry question: How is secondary-sourced data used in practical investigations?
Students:
● collect qualitative and quantitative secondary-sourced data to validate the inferences and
conclusions drawn from the practical investigation carried out above, based on one or more of the
following:
– the effect of soil salinity on plant growth
– chemical reactions in cave formation
– energy storage
– methods of water monitoring
● discuss how secondary-sourced data adds to the inferences and conclusions drawn from primary
data
● evaluate the usefulness of considering secondary-sourced research before undertaking an
investigation to collect primary data, in order to:
– make inferences
– develop inquiry questions
– construct suitable hypotheses
– plan suitable investigations
– avoid unnecessary investigation
Observing Patterns
Inquiry question: How does humans’ ability to recognise patterns affect the way they interpret data?
Students:
● describe patterns that have been observed over time throughout the Universe and in nature using,
for example:
– animal migration
– movement of comets
– formation and shape of snow crystals
– elements exhibiting certain properties
● interpret data in order to propose a hypothesis based on an irregular pattern observed over time in
the Universe and in nature using, for example:
– the Aurora Australis
– fractals in nature
– the behaviour of unstable isotopes
● examine the human tendency to observe patterns and misinterpret information, for example:
– pareidolia
– optical illusions
● discuss how the tendency to recognise patterns, even when they may not exist, can lead to
misinterpretation of data
● discuss the role and significance of outliers in data
Year 11
Investigating Science Stage 6 Syllabus 40
Developing Inquiry Questions
Inquiry question: How can hypotheses and assumptions be tested?
Students:
● gather secondary-sourced data describing historical instances of long-standing assumptions that
have been updated by scientific investigation, including but not limited to:
– spontaneous generation and the investigations that led to the proposal of the germ theory
– radioactivity: including the work of Henri Becquerel and Marie Curie
– phlogiston theory
– human influences on atmospheric pollution
● propose an inquiry question, construct a hypothesis and conduct an investigation that tests a
common assumption, for example: – washing with antibacterial soap kills more germs than washing with normal soap
– the Sun rises in the East and sets in the West
– what goes up must come down
● use appropriate representations to analyse the data
Generalisations in Science
Inquiry question: What generalisations and assumptions are made from observed data?
Students:
● make generalisations to describe any trends found in the data
● draw conclusion based on generalisations
Peer Review
Inquiry question: What role do peers play in scientific investigation?
Students:
● assess the input that collaborative teams and alternative perspectives have had on the
development of hypotheses and research questions that have contributed to the development of,
for example:
– particle accelerators
– periodic table
– study of bioastronomy
– geological uniformitarianism
● assess the scientific community's current understanding of scientific mysteries and outline why
this understanding remains incomplete, including but not limited to:
– origins of life on the Earth
– the idea that feynmanium is the last chemical on the periodic table that could exist
– the expanding Universe and Hubble constant
● evaluate biases that may have affected the scientific thinking of European settlers about
Aboriginal and Torres Strait Islander Peoples’ ecological understanding and knowledge of Country
and Place in relation to agricultural practices and the biological and natural resources of Australia
Year 11
Investigating Science Stage 6 Syllabus 41
Module 3: Scientific Models
Outcomes
A student:
› designs and evaluates investigations in order to obtain primary and secondary data and
information INS11/12-2
› conducts investigations to collect valid and reliable primary and secondary data and information
INS11/12-3
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media INS11/12-4
› develops, and engages with, modelling as an aid in predicting and simplifying scientific objects
and processes INS11-10
Related Life Skills outcomes: SCLS6-2, SCLS6-3, SCLS6-4, SCLS6-10
Content Focus
Scientific models are developed as a means of helping people understand scientific concepts and
representing them in a visual medium. Models are used to make predictions. They may include
physical and digital models, which can be refined over time by the inclusion of new scientific
knowledge.
Students recognise that many scientific models have limitations and are modified as further evidence
comes to light. For this reason, scientific models are continually evaluated for accuracy and
applicability by the global scientific community through the process of peer review. Students construct
and evaluate their own models, which are generated through practical investigation.
Working Scientifically
In this module, students focus on designing and evaluating investigations to collect valid and reliable
primary and secondary qualitative and quantitative data, and apply scientific modelling. Students
should be provided with opportunities to engage with all Working Scientifically skills throughout the
course.
Content
Models to Inform Understanding
Inquiry question: What is a scientific model?
Students:
● examine the types of models that may be used in science, including:
– diagrams
– physical replicas
– mathematical representations
– analogies
– computer simulations
Year 11
Investigating Science Stage 6 Syllabus 42
Inquiry question: What makes scientific models useful?
Students:
● examine the use of scientific models, including but not limited to:
– epidemic models
– models of the Universe
– atomic models
– climate models
● outline how models have been used to illustrate, simplify and represent scientific concepts and
processes
● explain how scientific models are used to make predictions that are difficult to analyse in the real
world due to time frames, size and cost
● assess the effectiveness of models at facilitating the understanding of scientific processes,
structures and mathematical relationships through the use of:
– diagrams
– physical replicas
– mathematical representations
– analogies
– computer simulations
● evaluate how scientific models draw on a growing body of data from a wide range of disciplines
and technologies to refine predictions and test new hypotheses
Types of Models
Inquiry question: When should a particular model be used?
Students:
● explain why new evidence can challenge the use of existing scientific models and may result in
those models being contested and refined or replaced, including but not limited to the
development of:
– epidemic models
– models of the Universe
– atomic models
– climate models
● compare the limitations of simple and complex scientific models
Constructing a Model
Inquiry question: How can a model be constructed to simplify understanding of a scientific concept?
Students:
● investigate a scientific concept or process that can be represented using a model, by:
– planning a model with reference to the scientific literature
– constructing a model using appropriate resources to represent the selected scientific concept
– demonstrating how the model could be used to make a prediction
– presenting and evaluating the model through peer feedback
Year 11
Investigating Science Stage 6 Syllabus 43
Module 4: Theories and Laws
Outcomes
A student:
› analyses and evaluates primary and secondary data and information INS11/12-5
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes INS11/12-6
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose INS11/12-7
› describes and assesses how scientific explanations, laws and theories have developed INS11-11
Related Life Skills outcomes: SCLS6-5, SCLS6-6, SCLS6-7, SCLS6-10
Content Focus
The term ‘science’ comes from the Latin scientia, which means ‘a knowledge based on demonstrable
and reproducible data’. Reproducible data is used by scientists to develop theories and laws to explain
and describe phenomena. Theories provide a coherent understanding of a wide range of phenomena.
A law is usually a statement that can be expressed as a mathematical relationship. It describes
phenomena in nature, with no exceptions, at a point in time. Testing scientific theories drives scientific
breakthroughs and questions current understandings.
Students examine how complex models and theories often require a wide range of evidence, which
impacts on society and the environment. In this module, students engage in practical and secondary
investigations that are related to major theories or laws and their application.
Working Scientifically
In this module, students focus on analysing and evaluating data to solve problems and communicate
ideas about the development of theories and laws. Students should be provided with opportunities to
engage with all Working Scientifically skills throughout the course.
Content
Introduction to Scientific Theories and Laws
Inquiry question: What are the differences and similarities between scientific theories and laws?
Students:
● collect primary data to investigate the law of conservation of mass
● collect secondary-sourced data to investigate the theory of plate tectonics
● compare the characteristics of theories and laws
Year 11
Investigating Science Stage 6 Syllabus 44
Development of a Theory
Inquiry question: What leads to a theory being developed?
Students:
● gather secondary-sourced data to investigate the supporting evidence and development of
theories, including but not limited to:
– germ theory
– oxygen theory of combustion
● gather secondary-sourced data to investigate how aspects of a theory can be disproved through
the collection of evidence, including:
– Geocentric Theory (of the solar system)
– Theory of Inheritance of Acquired Characteristics
– Dalton’s atomic theory
– Steady State Theory of the Universe (in cosmology)
Development of Laws
Inquiry question: What leads to the acceptance of a scientific law?
Students:
● gather secondary-sourced data to investigate and assess the evidence that supports scientific
laws, including but not limited to:
– Newton’s Second Law of Motion
– Avogadro’s Law
– law of superposition
– Mendel’s Law of Dominance
● design and collect primary data to show that results can be predicted by laws, including but not
limited to:
– Ohm’s Law
– law of conservation of energy
Application of Theories and Laws in Science
Inquiry question: How are theories and laws used in science?
Students:
● investigate how the law of conservation of energy is applied in different science disciplines
through primary and secondary-sourced research, including but not limited to:
– Chemistry
– Physics
– Human Biology
– Earth and Environmental Science
● demonstrate, using evidence and examples, how diverse phenomena have been unified into
specific theories, for example:
– atomic theory
– theory of evolution
– Big Bang theory
– plate tectonic theory
● gather secondary-sourced data to investigate how scientific investigations of nuclear reactions
and decay changed the way in which the law of conservation of mass and law of conservation of
energy are interpreted
Year 12
Investigating Science Stage 6 Syllabus 45
Investigating Science Year 12 Course Content
Year 12 Course Structure and Requirements
Year 12
course
(120 hours)
Working
Scientifically
Skills
Modules Indicative hours Depth studies
Module 5
Scientific Investigations 60
*30 hours
in Modules 5–8
Module 6
Technologies
Module 7
Fact or Fallacy? 60
Module 8
Science and Society
*30 hours must be allocated to depth studies within the 120 indicative course hours.
Requirements for Practical Investigations
Scientific investigations include both practical investigations and secondary-sourced investigations.
Practical investigations are an essential part of the Year 12 course and must occupy a minimum of 35
hours of course time, including time allocated to practical investigations in depth studies.
Practical investigations include:
● undertaking laboratory experiments, including the use of appropriate digital technologies
● fieldwork.
Secondary-sourced investigations include:
● locating and accessing a wide range of secondary data and/or information
● using and reorganising secondary data and/or information.
Year 12
Investigating Science Stage 6 Syllabus 46
Working Scientifically Skills
It is expected that the content of each skill will be addressed by the end of the Stage 6 course.
Questioning and Predicting
Outcomes
A student:
› develops and evaluates questions and hypotheses for scientific investigation INS11/12-1
Content
Students:
● develop and evaluate inquiry questions and hypotheses to identify a concept that can be
investigated scientifically, involving primary and secondary data
● modify questions and hypotheses to reflect new evidence
Planning Investigations
Outcomes
A student:
› designs and evaluates investigations in order to obtain primary and secondary data and
information INS11/12-2
Content
Students:
● assess risks, consider ethical issues and select appropriate materials and technologies when
designing and planning an investigation
● justify and evaluate the use of variables and experimental controls to ensure that a valid
procedure is developed that allows for the reliable collection of data
● evaluate and modify an investigation in response to new evidence
Year 12
Investigating Science Stage 6 Syllabus 47
Conducting Investigations
Outcomes
A student:
› conducts investigations to collect valid and reliable primary and secondary data and information
INS11/12-3
Content
Students:
● employ and evaluate safe work practices and manage risks
● use appropriate technologies to ensure and evaluate accuracy
● select and extract information from a wide range of reliable secondary sources and acknowledge
them using an accepted referencing style
Processing Data and Information
Outcomes
A student:
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media INS11/12-4
Content
Students:
● select qualitative and quantitative data and information and represent them using a range of
formats, digital technologies and appropriate media
● apply quantitative processes where appropriate
● evaluate and improve the quality of data
Analysing Data and Information
Outcomes
A student:
› analyses and evaluates primary and secondary data and information INS11/12-5
Content
Students:
● derive trends, patterns and relationships in data and information
● assess error, uncertainty and limitations in data
● assess the relevance, accuracy, validity and reliability of primary and secondary data and suggest
improvements to investigations
Year 12
Investigating Science Stage 6 Syllabus 48
Problem Solving
Outcomes
A student:
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes INS11/12-6
Content
Students:
● use modelling (including mathematical examples) to explain phenomena, make predictions and
solve problems using evidence from primary and secondary sources
● use scientific evidence and critical thinking skills to solve problems
Communicating
Outcomes
A student:
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose INS11/12-7
Content
Students:
● select and use suitable forms of digital, visual, written and/or oral forms of communication
● select and apply appropriate scientific notations, nomenclature and scientific language to
communicate in a variety of contexts
● construct evidence-based arguments and engage in peer feedback to evaluate an argument or
conclusion
Year 12
Investigating Science Stage 6 Syllabus 49
Module 5: Scientific Investigations
Outcomes
A student:
› develops and evaluates questions and hypotheses for scientific investigation INS11/12-1
› designs and evaluates investigations in order to obtain primary and secondary data and
information INS11/12-2
› conducts investigations to collect valid and reliable primary and secondary data and information
INS11/12-3
› develops and evaluates the process of undertaking scientific investigations INS12-12
Related Life Skills outcomes: SCLS6-1, SCLS6-2, SCLS6-3, SCLS6-11
Content Focus
Students learn that the experimental method is a dynamic process influenced by initial observations,
new evidence, unexpected results or phenomena arising from the investigation. They examine the
interrelated roles of practical and secondary-sourced investigations. When conducting practical and
secondary-sourced investigations, students use peer feedback to refine their investigative designs
and report on their findings.
Students explore the importance of accuracy, validity and reliability in relation to the investigative work
of a scientist. They examine the differences between a scientific investigation and a scientific report,
recognising that although the report format follows a sequential order, the investigation need not.
Working Scientifically
In this module, students focus on: developing and evaluating hypotheses and questions; designing
and evaluating investigations; and undertaking valid scientific investigations. Students should be
provided with opportunities to engage with all Working Scientifically skills throughout the course.
Content
Practical Investigations to Obtain Primary Data
Inquiry question: What initiates an investigation?
Students:
● research the factors that led scientists to investigate the following, including but not limited to:
– peptic ulcers (Marshall and Warren)
– plant growth (Von Helmont)
– microwaves (Spencer)
● propose a reason for the scientists undertaking their investigations above by examining the type
of data or information that they sought, for example:
– finding relationships or patterns in identified phenomena
– testing the conclusion of a previous investigation
– utilising scientific knowledge and understanding to make more accurate predictions and
develop new technologies
● determine the hypotheses that were tested in each of the scientific investigations above
Year 12
Investigating Science Stage 6 Syllabus 50
● describe where deviations from the traditional and linear models of scientific methodology were
necessary in order to test each hypothesis in the investigations above
Different Types of Scientific Investigations
Inquiry question: What type of methodology best suits a scientific investigation?
Students:
● using examples, evaluate the objectives and data collected in an investigation by a recognised
scientist or team of scientists, including but not limited to:
– Marshall and Warren and peptic ulcers
– Eratosthenes and Earth’s circumference
– Doppler and the Doppler effect
– Priestley’s experiments with oxygen
● evaluate the methodology of the scientific investigations above by:
– justifying the method chosen based on the subject of the investigation and the context, for
example: experimental testing, fieldwork, locating and using information sources, conducting
surveys and using modelling and simulations
– evaluating the relevance of the investigation by considering the peer-reviewed literature in the
area of study
– justifying the suitability of the type of data that is to be collected
Student Investigation
Students:
● develop a method most appropriate to test a hypothesis following observation
● justify the type of methodology used to test the hypothesis
Reliability and Validity
Inquiry question: How is the integrity of a scientific investigation judged?
Students:
● evaluate the design of the student investigation by:
– explaining the choice of independent, dependent and controlled variables with reference to
the research question
– explaining the sample selection and sample sizes used for gathering data
– justifying the suitability of materials used based on their relevance to the research question,
availability, cost, risk and familiarity of use
– assessing the ethics of conducting the investigation by considering confidentiality, humane
treatment and animal welfare
– predicting an achievable time frame to conduct the investigation
– justifying working individually or collaboratively
● conduct the planned investigation and collect, record and analyse primary data
● draw a conclusion or conclusions, and suggest further investigation or research by:
– analysing the results and interpreting the data
– explaining the relevance of the findings of the investigation in relation to the inquiry question
and hypothesis
– justifying the methodology and any changes made to improve the data collected
– describing potential beneficial and harmful consequences when the findings are applied to a
real-world scenario
● evaluate the validity of the investigation by determining whether the tests measured what they
were intended to measure
Year 12
Investigating Science Stage 6 Syllabus 51
● evaluate the reliability of the investigation by determining:
– consistency of the results obtained
– measures taken to reduce error
Reporting
Inquiry question: What is the structure of an investigative report?
Students:
● review a published and peer-reviewed scientific report to determine the conventions of writing a
report on a practical investigation
● use a sample of a published and peer-reviewed secondary source to identify:
– the purpose of the report
– measures taken to reduce error
– the language style used
– the presentation and structure of the report
● compare and contrast the structures and functions of a scientific investigation and its written
report
● prepare a report on the student investigation that was carried out
Year 12
Investigating Science Stage 6 Syllabus 52
Module 6: Technologies
Outcomes
A student:
› develops and evaluates questions and hypotheses for scientific investigation INS11/12-1
› designs and evaluates investigations in order to obtain primary and secondary data and
information INS11/12-2
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media INS11/12-4
› describes and explains how science drives the development of technologies INS12-13
Related Life Skills outcomes: SCLS6-1, SCLS6-2, SCLS6-4, SCLS6-12
Content Focus
The rapid development of new technologies has enhanced industrial and agricultural processes,
medical applications and communications. Students explore the dynamic relationship between
science and technology where the continuing advancement of science is dependent on the
development of new tools and materials. They also examine how advances in science inform the
development of new technologies and so reflect the interdependence of science and technology.
Students consider experimental risks as they engage with the skills of Working Scientifically. They
investigate the appropriateness of using a range of technologies in conducting practical
investigations, including those that provide accurate measurement.
Working Scientifically
In this module, students focus on developing hypotheses and questions and process appropriate
qualitative and quantitative data. They demonstrate how science drives demand for the development
of further technologies. Students should be provided with opportunities to engage with all Working
Scientifically skills throughout the course.
Content
Scientific Investigation and Technology
Inquiry question: How does technology enhance and/or limit scientific investigation?
Students:
● design a practical investigation that uses available technologies to measure both the independent
and dependent variables that produce quantitative data to measure the effect of changes of,
including but not limited to:
– temperature on reaction rate
– temperature on volume of gas
– speed on distance travelled
– pressure on volume of gas
● conduct the practical investigation to obtain relevant data and evaluate the limitations of the
technologies used
● investigate the range of measuring devices used in the practical investigation and assess the
likelihood of random and systematic errors and the devices' degree of accuracy
Year 12
Investigating Science Stage 6 Syllabus 53
● using specific examples, compare the accuracy of analogue and digital technologies in making
observations
● assess the safety of technologies selected for the practical investigation by using chemical safety
data and Work Health and Safety guidelines as appropriate
A Continuous Cycle
Inquiry question: How have developments in technology led to advances in scientific theories and
laws that, in turn, drive the need for further developments in technology?
Students:
● using examples, assess the impact that developments in technologies have had on the
accumulation of evidence for scientific theories, laws and models, including but not limited to:
– computerised simulations and models of the Earth’s geological history
– X-ray diffraction and the discovery of the structure of deoxyribonucleic acid (DNA)
– technology to detect radioactivity and the development of atomic theory
– the Hadron collider and discovery of the Higgs boson
● using examples, assess the impact that developments in scientific theories, laws and models
have had on the development of new technologies, including but not limited to:
– the laws of refraction and reflection on the development of microscopes and telescopes
– radioactivity and radioactive decay on the development of radiotherapy and nuclear bombs
– the discovery of the structure of DNA and the development of biotechnologies to genetically
modify organisms
– Newton’s laws and the technology required to build buildings capable of withstanding
earthquakes
● investigate scientists’ increasing awareness of the value of Aboriginal and Torres Strait Islander
Peoples’ knowledge and understanding of the medicinal and material uses of plants and, in
partnership with communities, investigate the potential for ethical development of new drug
treatments and synthetic chemicals through the bioharvesting of plants from Country and Place
Year 12
Investigating Science Stage 6 Syllabus 54
Module 7: Fact or Fallacy?
Outcomes
A student:
› selects and processes appropriate qualitative and quantitative data and information using a range
of appropriate media INS11/12-4
› analyses and evaluates primary and secondary data and information INS11/12-5
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes INS11/12-6
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose INS11/12-7
› uses evidence-based analysis in a scientific investigation to support or refute a hypothesis
INS12-14
Related Life Skills outcomes: SCLS6-4, SCLS6-5, SCLS6-6, SCLS6-7, SCLS6-13
Content Focus
The scientific process is the most powerful tool available for generating knowledge about the world. It
uses evidence and measurement to find truth and highlight misinterpretations and misrepresentations.
Science as a human endeavour is subject to human failings, which can contribute to fallacies,
misinterpretations and, on occasion, fraud. For this reason, scientific processes attempt to
compensate for human failings by questioning evidence, re-testing ideas, replicating results and
engaging with peer review in order to evaluate research.
Students investigate claims through conducting practical and secondary-sourced investigations and
evaluate these based on scientific evidence. They explore examples of scientific claims made in the
media and investigate the benefits of peer review.
Working Scientifically
In this module, students focus on selecting, processing, analysing and evaluating primary and
secondary data and information sources. Students communicate scientific understanding and
information about factual or fallacious claims. Students should be provided with opportunities to
engage with all Working Scientifically skills throughout the course.
Content
Testing Claims
Inquiry question: How can a claim be tested?
Students:
● plan and conduct an investigation based on testing a claim, and consider:
– validity of the experimental design
– reliability of the data obtained
– accuracy of the procedure, including random and systematic error
● using examples, evaluate the impact that sample selection and sample sizes can have on the
results of an investigation
Year 12
Investigating Science Stage 6 Syllabus 55
● compare emotive advertising with evidence-based claims, including but not limited to:
– health claims on food packaging
– claims about the efficacy of a product
Impacts on Investigations
Inquiry question: What factors can affect the way data can be interpreted, analysed and
understood?
Students:
● using examples, justify the use of placebos, double-blind trials and control groups in order to draw
valid conclusions
● evaluate the impact of societal and economic influences on the collection and interpretation of
data, including but not limited to:
– predicting variations in climate
– suggesting remedies for health conditions
– manipulating statistical data
Evidence-based Analysis
Inquiry question: What type of evidence is needed to draw valid conclusions?
Students:
● evaluate how evidence of a correlation can be misinterpreted as causation, including but not
limited to:
the Hawthorne effect
1991 study that linked hormone replacement therapy to coronary heart disease
the Mozart Effect on child development
Reading Between the Lines
Inquiry question: How does the reporting of science influence the general public’s understanding of
the subject?
Students:
● examine a contemporary scientific debate and how it is portrayed in the mainstream media,
including but not limited to:
– accuracy of information
– validity of data
– reliability of information sources
● evaluate the use and interpretation of the terms ‘theory’, ‘hypothesis’, ‘belief’ and ‘law’ in relation
to media reporting of scientific developments
● compare the difference in reporting between a peer-reviewed journal article and a scientific article
published in popular media
● analyse how conflicts of interest can result in scientific evidence being suppressed, misinterpreted
or misrepresented and discuss measures to counteract such conflicts, including but not limited to:
– tobacco industry and lung cancer
– fossil fuel industry and climate change
– commercial industries researching products for market
– asbestos mining and lung cancer
Year 12
Investigating Science Stage 6 Syllabus 56
● describe the halo effect and, using examples, explain how the influence of positive perceptions
can result in the rejection of valid alternative perspectives, including but not limited to:
– celebrities endorsing products or viewpoints
– popular brand companies making misleading advertising claims
● using examples, analyse a pseudo-scientific claim and how scientific language and processes
can be manipulated to sway public opinion, including but not limited to:
– astrology
– numerology
– iridology
Science as Self-correcting – the Issues
Inquiry question: Can the scientific community and process of peer review find ‘the truth’?
Students:
● conduct an investigation using secondary sources to research a scientist who has falsified their
scientific experimental results, and discuss the process used to uncover the fraudulent research
● analyse the scientific debate surrounding ‘publication’ and discuss the implications of scientists’
need to ‘publish or perish’
● evaluate the increasing volume of scientific papers being published and assess the feasibility of
science to effectively manage, review, replicate and validate investigations, for example:
– Pons and Fleischmann's cold fusion announcement in 1989
– Alex Smolyanitsky’s falsified scientific paper using the pseudonyms Maggie Simpson and
Edna Krabapple, accepted for publication in 2014
– Tom Spears’ nonsense journal submission accepted for publication in 2013
● analyse the benefits of peer review in relation to the advancement of science
● discuss the impact of fake science journals on the public perception of science
Year 12
Investigating Science Stage 6 Syllabus 57
Module 8: Science and Society
Outcomes
A student:
› analyses and evaluates primary and secondary data and information INS11/12-5
› solves scientific problems using primary and secondary data, critical thinking skills and scientific
processes INS11/12-6
› communicates scientific understanding using suitable language and terminology for a specific
audience or purpose INS11/12-7
› evaluates the implications of ethical, social, economic and political influences on science
INS12-15
Related Life Skills outcomes: SCLS6-5, SCLS6-6, SCLS6-7, SCLS6-14, SCLS6-15
Content Focus
Those who pursue the study of science have created processes, tools and products that challenge
and influence society and some of its belief systems, ethics and societal norms. In response, society
debates and regulates science in order to prevent harmful developments and unacceptable
outcomes, and to allow for new and beneficial products, processes and ideas. Science also can be
affected by society, as well as governments, industry, economic interests and cultural perspectives.
Students explore the impacts of ethical, social, economic and political influences on science and its
research.
Working Scientifically
In this module, students focus on analysing and evaluating primary and secondary data to solve
problems and communicate scientific understanding about the position and application of science in
society. Students should be provided with opportunities to engage with all Working Scientifically skills
throughout the course.
Content
Incidents, Events and Science
Inquiry question: How do science-related events affect society’s view of science?
Students:
● investigate case studies of past events to consider how they have affected the public image of
science, including but not limited to:
– meltdowns of nuclear reactors
– development of the smallpox vaccine
– development of flight
– positive and negative aspects of damming rivers
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Investigating Science Stage 6 Syllabus 58
Regulation of Scientific Research
Inquiry question: Why is scientific research regulated?
Students:
● investigate the need for the regulation of scientific research in, for example:
– genetic modification of sex cells and embryos
– development of biotechnological weaponry
– testing of pharmaceuticals
– products and processes of the nuclear industry
– protection of Indigenous cultural and intellectual property
● investigate and assess ethical issues surrounding current scientific research in, for example:
– use of radiation
– pharmaceutical research
– gene manipulation in biotechnology
– mining practices
– bioprospecting
● investigate a range of international scientific codes of conduct in regard to scientific research and
practice in the areas of, for example:
– cloning
– stem cell research
– surrogacy
– genetically modified foods
– transplantation of organs
● evaluate the effectiveness of international regulation in scientific research and practice
Influence of Economic, Social and Political Forces on Scientific Research
Inquiry question: How do economic, social and political influences affect scientific research?
Students:
● evaluate the costs involved in space exploration compared to investments in social issues, for
example poverty and human global food supply
● evaluate how scientific research aids economic development and human progress in relation to,
for example:
– nuclear power generation
– use of antimicrobial drugs
– genetically modified foods
– use of petroleum products
– robotics and the use of drones
● evaluate the impacts of scientific research, devices and applications on world health and human
wellbeing, including but not limited to:
medical surgical devices
surgical procedures
water purification and wastewater treatment
vaccination programs for the eradication of disease
● using examples, analyse the impacts that governments and large corporations have on scientific
research, including but not limited to:
corporations and market opportunities
university research project budgets
governmental budgets and limited time priorities
benefit-sharing in research using Indigenous intellectual and cultural property
Year 12
Investigating Science Stage 6 Syllabus 59
● evaluate how personal, cultural and socioeconomic perspectives can influence the direction of
scientific research, for example:
perceptions about diet in a multicultural society
investigating traditional medical treatments
mining practices
Investigating Science Stage 6 Syllabus 60
Glossary
Glossary term Definition
Aboriginal and
Torres Strait
Islander Peoples
Aboriginal Peoples are the first peoples of Australia and are represented by
over 250 language groups each associated with a particular Country or
territory. Torres Strait Islander Peoples whose island territories to the north
east of Australia were annexed by Queensland in 1879 are also Indigenous
Australians and are represented by five cultural groups.
An Aboriginal and/or Torres Strait Islander person is someone who:
is of Aboriginal and/or Torres Strait Islander descent identifies as an Aboriginal person and/or Torres Strait Islander person,
and is accepted as such by the Aboriginal and/or Torres Strait Islander
community in which they live.
conclusion A judgement based on evidence.
controlled variable A variable that is kept constant (or changed in constant ways) during an
investigation.
Country An area that is traditionally owned and looked after by an Aboriginal
language group or community or certain people within that group. The term
may indicate more than simply a geographical area – it is also a concept
that can encompass the spiritual meanings and feelings of attachment
associated with that area.
dependent variable A variable that changes in response to changes to the independent variable
in an investigation.
digital technologies Systems that handle digital data, including hardware and software, for
specific purposes.
environment All surroundings, both living and non-living.
hypothesis A tentative explanation for an observed phenomenon, expressed as a
precise and unambiguous statement that can be supported or refuted by
investigation.
independent
variable
A variable that is changed in an investigation to see what effect it has on the
dependent variable.
Indigenous cultural
and intellectual
property
Includes objects, sites, cultural knowledge, cultural expression and the arts,
that have been transmitted or continue to be transmitted through
generations as belonging to a particular Indigenous group or Indigenous
people as a whole or their territory.
investigation A scientific process of answering a question, exploring an idea or solving a
problem, which requires activities such as planning a course of action,
collecting data, interpreting data, reaching a conclusion and communicating
these activities. Investigations can include practical or secondary-sourced
data or information.
Investigating Science Stage 6 Syllabus 61
Glossary term Definition
law A statement describing invariable relationships between phenomena in
specified conditions, frequently expressed mathematically.
model A representation that describes, simplifies, clarifies or provides an
explanation of the workings, structure or relationships within an object,
system or idea.
pareidolia A psychological phenomenon involving a stimulus (an image or a sound)
where the human mind perceives a familiar pattern of something where
none actually exists.
Place A space mapped out by physical or intangible boundaries that individuals or
groups of Torres Strait Islander Peoples occupy and regard as their own.
Places are spaces that have varying degrees of spirituality.
practical
investigation
An investigation that involves systematic scientific inquiry by planning a
course of action and using equipment to collect data and/or information.
Practical investigations include a range of hands-on activities, and can
include laboratory investigations and fieldwork.
primary
sources/primary
data
Information created by a person or persons directly involved in a study or
observing an event.
reliability An extent to which repeated observations and/or measurements taken
under identical circumstances will yield similar results.
risk assessment The determination of quantitative or qualitative estimate of risk related to a
well-defined situation and a recognised threat (also called hazard).
secondary-sourced
investigation
An investigation that involves systematic scientific inquiry by planning a
course of action and sourcing data and/or information from other people,
including written information, reports, graphs, tables, diagrams and images.
technology All types of human-made systems, tools, machines and processes that can
help solve human problems or satisfy needs or wants, including modern
computational and communication devices.
theory A set of concepts, claims and/or laws that can be used to explain and
predict a wide range of related observed or observable phenomena.
Theories are typically founded on clearly identifiable assumptions, are
testable, produce reproducible results and have explanatory power.
validity An extent to which tests measure what was intended, and to which data,
inferences and actions produced from tests and other processes are
accurate.
variable In an investigation, a factor that can be changed, maintained or measured
eg time, distance, light, temperature.